Rehearsing Responsiveness: Coaching Preservice Teachers to Work Within and Beyond Standardized Lesson Plans

Abstract

Centrally developed English lesson plans provide structure and ensure curriculum coverage, yet they can constrain preservice teachers' creativity, responsiveness, and capacity to engage students meaningfully. Although this tension is well documented, there is limited practical guidance for teacher educators in University Teacher Preparation Programs. This article addresses this gap by sharing practical strategies grounded in theory and existing research through a practitioner inquiry. This inquiry examines how coaching, framed by Wassermann's idea of the organic literacy classroom, supports preservice teachers in working within and beyond standardized curriculum materials. Drawing on survey data, alongside observational and reflective data generated from university tutorials and school‐based experiences, the article illustrates how coaching and rehearsal with Year 1 English lesson plans enable preservice teachers to identify pedagogical entry points for responsive, student‐centered teaching. In doing so, the article offers practice‐based insights for teacher educators, demonstrating how prescriptive materials can be worked with—rather than resisted—to create opportunities for meaningful, joyful literacy learning that balances curriculum intent with student voice, agency, and choice. It highlights the critical role of teacher educators in supporting preservice teachers as they navigate, interpret, and adapt these materials.